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TENTATIVE  MORAL  CODE 


FOR 


ELEMENTARY  AND  SECONDARY 
STUDENTS 


SYLLABUS  FOR  EDUCATION  127 


PREPARED   BY 

PROF.  C.  E.  RUGH 


UNIVERSITY  OF  CALIFORNIA 

BERKELEY 


UNIVERSITY  HIGH  SCHOOL 

FORTY- EIGHTH  AND  WEBSTER  STREETS,  OAKLAND 


BULLETIN  No.  1 


TENTATIVE   MORAL  CODE 


OCTOBER,  1917 


UNIVERSITY   OF  CALIFORNIA  PRESS 
BERKELEY 


A  TENTATIVE  MORAL  CODE  FOR  THE 
UNIVERSITY  HIGH  SCHOOL 


During  the  year  between  Washington's  Birthday,  1916  and  1917,  the 
National  Institute  for  Moral  Education  conducted  a  nation-wide  contest  in 
order  to  find  a  good  moral  code  for  boys  and  girls. 

The  code  following  was  one  of  the  two  representing  the  State  of  Cali- 
fornia. It  was  prepared  by  Professor  C.  E.  Rugh,  the  Director  of  the  Uni- 
versity High  School.  It  is  not  a  concensus  of  opinion.  It  is  an  attempt  to 
work  out  a  scheme  for  the  moral  development  of  boys  and  girls  rather  than 
a  catalogue  of  " goods"  and  "bads"  or  "do's"  and  "don'ts."  The 
limitations  of  the  contest  account  for  the  condensed  form  in  which  it 
appears.  It  needs  criticism,  corrections  and  expansions.  To  this  end  it 
is  now  to  be  tried  out  in  the  University  High  School. 

To  THE  PUPILS:    Study  the  Code. 

1.  Prepare  a  list  of  sentences  or  points  you  do  not  understand.     Write 
out  the  statement  in  full.     State  the  article  and  section  in  which  it  occurs. 

2.  Make  a  list  of  the  statements  that  you  do  not  believe  or  that  you 
think  are  not  true.     If  you  care  to  do  so,  give  reasons. 

3.  Make  a  list  of  problems  or  difficulties  boys  and  girls  have  that   are 
not  treated  in  this  Code.  • 

4.  Mention  other  ways  the  Code  could  be  improved. 

5.  What  requirements  of  this  Code  do  you  consider  the  most  difficult  to 
follow? 

To  THE  TEACHERS: 

1.  You  are  requested  to  give  a  free  and  frank  criticism  of  the  Code. 

2.  Make  a  list  of  statements  that  do  not  seem  clear.    List  by  article  and 
section. 

3.  Make  list  of  statements  or  requirements  you  do  not  approve. 

4.  What  moral  problems  are  omitted? 

5.  Suggestions  for  the  improvement  of  the  Code. 

To  PARENTS  OF  OUR  PUPILS: 

The  University  High  School  desires  every  parent  of  every  pupil  of  the 
school  to  become  acquainted  with  this  Moral  Code  and  aid  in  its  improve- 
ment and  employment.  To  this  end  you  are  most  earnestly  invited  to  follow 


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any  or  all  of  the  suggestions  to  pupils  and  teachers  or  to  aid  in  any  way 
possible. 

Address  communications  to 

C.  E.  RUGH,  University  High  School,  48th  and  Webster  Streets, 
Oakland. 

MOTTO:  The  University  High  School  has  adopted  Mazzini's  defini- 
tion of  democracy  as  its  motto: 

" The   progress    of   all   through    all   under 
the  leadership  of  the  wisest  and  the  lest." 


A  MORAL  CODE 


PEEAMBLE 

This  Code  tells  what  ought  to  be  done  and  what  ought  not  be  done  in 
order  to  live  a  happy,  wise  and  good  life. 

The  happiest,  wisest  and  best  men  and  women  agree  that  we  ought : 

1.  To  be  healthy  and  happy,  not  sick  nor  sad; 

2.  To  become  intelligent  and  wise,  not  be  ignorant  nor  foolish; 

3.  To  become  and  be  efficient   and  good,  not   haphazard  and  wasteful 
nor  bad. 

These  are  the  aims  of  good  parents,  teachers,  friends  and  officials  when 
they  try  to  help  boys  and  girls  grow  up,  not  down. 

ARTICLE  I 

USE  OF   CODE 

SECTION  1. — Things,  persons,  the  body  and  the  mind  make  important 
suggestions  to  boys  and  girls  to  do  and  not  to  do.  Sometimes  they  do  not 
understand  these  suggestions.  Sometimes  they  desire  to  follow  them  or  not 
to  follow  them,  but  don't  know  how.  Sometimes  boys  and  girls  are  in 
doubt  or  in  trouble  and  don 't  know  what  to  do. 

SEC.  2. — This  Code  is:  (1)  a  reference  book  to  explain  the  meaning  of 
these  suggestions  and  help  boys  and  girls  know  what  they  ought  to  do  and 
how  to  do  it;  (2)  a  text-book  to  study,  in  order  that  they  may  know  what 
to  do  without  referring  to  the  Code;  (3)  a  stimulus  and  guide  in  developing 
good  character. 

ARTICLE  II 
THREE  KINDS  OF  DUTIES 

Ought  means  to  owe,  to  be  due.  Do,  due  and  duty  are  three  ideas  that 
ought  to  be  kept  together. 

SECTION  1. — To  themselves:  Boys  and  girls  owre  it  to  themselves  always 
to  do  the  best  they  know,  and  to  try  to  know  the  best  they  can,  because  the 
way  they  feel,  think  and  act  determine  the  kind  of  men  and  women  they 
become. 

SEC.  2. — To  others:  Boys  and  girls  owe  obedience  to  good  parents, 
teachers,  friends,  employers  and  officials,  because  these  good  adults  care  for 


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them  so  that  they  have  the  time,  energy,  and  example  to  learn  to  feel,  think 
and  act  as  adults  ought. 

SEC.  3. — To  their  own  children:  Boys  and  girls  owe  a  good  body,  a 
good  mind,  and  a  good  name  to  their  own  children  when  they  come  into  the 
world,  because  it  is  selfish  and  cowardly  to  force  sickness,  suffering  and  a 
bad  name  upon  an  innocent  and  helpless  child,  and  because  it  is  courageous 
and  glorious  to  make  the  human  race  better  and  more  progressive. 

THREE  GIFTS  OF  LIFE 

The  gifts  of  life  are  human  instinct,  human  intelligence  or  power  to 
reason,  and  the  power  of  choice.  The  muscles  and  glands  of  the  body  are 
reservoirs  of  power.  Over  these  is  the  nervous  system  or  master  cells.  Over 
both  is  the  mind.  These  agents  combine  and  recombine  to  do  all  the  differ- 
ent kinds  of  things  human  beings  can  do. 

ARTICLE  III 

THE  FIRST  GIFT  OF  LIFE — HUMAN  INSTINCT 

SECTION  1. — The  first  gift  is  human  instinct.  This  inherited  combination 
gives  the  ability  and  disposition  to  act  promptly,  easily  and  fairly  efficiently, 
without  thinking. 

SEC.  2. — If  the  parts  of  the  combination  work  together  harmoniously, 
pleasure  goes  along  with  the  act  and  suggests  that  it  should  be  continued  or 
repeated.  If  conflict,  discord  or  trouble  occurs,  pain  suggests  that  it  should 
stop,  and  calls  to  the  nervous  system  and  mind  for  help. 

ARTICLE  IV 

THE  SECOND  GIFT — HUMAN  INTELLIGENCE 

SECTION  1. — The  second  gift  is  human  intelligence,  or  reason.  This  is 
the  ability  and  disposition  to  observe,  to  imitate  and  to  think  what,  how, 
and  why  to  do,  and  then  to  repeat  the  new  act  until  the  body  and  mind 
learn  how  to  act  promptly,  easily  and  efficiently. 

How  AND  WHY  WE  THINK  THINGS  ARE  GOOD  OR  BAD 

SEC.  2. — If  things  or  acts  give  us  pleasure  we  are  very  likely  to  think 
they  are  good  for  us;  if  they  give  us  pain  we  are  very  apt  to  think  them 
bad  for  us.  Pleasures  and  pains  tell  us  only  the  present  effect  or  value  of 
things  and  acts. 

SEC.  3. — If  things  or  acts  accomplish  desired  ends  or  purposes,  we  judge 
them  good  for  those  ends,  but  the  ends  or  purposes  may  not  be  right,  so  we 
must  seek  for  surer  and  higher  tests  of  what  is  good.  If  things  or  acts 


defeat  or  interfere  with  purposes  and  plans  we  judge  them  bad.  They  may 
be  bad  only  in  the  sense  that  they  are  bad  for  those  ends.  This  gift  of 
intelligence  by  which  we  select  and  employ  means  to  accomplish  ends  and 
judge  of  the  value  of  these  means  gives  us  power  over  instincts  and  impulses. 
We  can  stop  doing  a  pleasing  act  that  interferes  with  our  plans.  We  can 
also  continue  doing  a  painful  act  that  will  accomplish  a  purpose. 

AETICLE  V 

LAWS  FOR  LEARNING  GOOD  HABITS 

SECTION  1. — Make  sure  that  you  have  good  habits  by  applying  the  fol- 
lowing tests: 

(a)  Would  the  habit  give  pleasure  or  give  pain?  Would  the  particular 
habit  continue  to  give  pleasure  as  I  grow  older? 

(6)   Do  older,  wiser,  more  expert  persons  have  and  employ  the  habit? 

(c)  Will  the  habit  secure  and  insure  health,  or  happiness,  or  intelli- 
gence, or  wisdom,  or  efficiency,  or  goodness? 

SEC.  2. — Acquire  skill  by  applying  the  following  rules: 

(a)  Observe  the  movements  of  experts. 

(b)  Repeat  copy  thoughtfully  and  critically,  stopping  before  tired. 
(0)   Allow  no  exceptions  until  desired  habit  is  well  learned. 

SEC.  3. — If  a  habit  turns  out  to  be  bad,  break  it: 

(a)   By  keeping  away  from  the  suggestion  to  its  performance; 
(&)   By  substituting  a  good  habit  in  its  place  if  possible; 

(c)  By  self-control  in  presence  of  temptation. 

AETICLE  VI 
THIRD  GIFT — THE  POWER  OF  CHOICE 

SECTION  1. — The  third  and  supreme  gift  of  life  is  the  power  to  choose. 
It  is  supreme  because  it  has  power  over  the  other  gifts.  By  it  a  person 
can  see  and  seek  the  best,  become  the  cause  of  his  own  acts  and  assume  the 
responsibility  for  them. 

SEC.  2. — How  and  why  we  think  acts  right  or  wrong:  When  we  seek 
to  know  the  best  we  can  and  try  to  guide  our  acts  by  that  wisdom,  we  judge 
them  right.  When  acts  defeat  the  best  purposes  we  know,  we  judge  them 
wrong.  This  power  to  judge,  criticize,  and  choose  our  acts  by  referring 
them  to  our  wisest  and  best  ideals  is  known  as  conscience. 


AETICLE  VII 

CONFLICTS  OF  LIFE 

SECTION  1. — The  gift  of  choice  is  the  source  of  our  highest  good  and  is 
also  the  chief  source  of  our  troubles.  By  it  we  can  feel  or  think  of  two  or 
more  desires  at  the  same  time,  but  can  execute  but  one,  unless  the  different 
desires  are  harmonized  into  a  rational,  righteous  system.  Each  earlier,  lower 
impulse,  habit,  reason  or  ideal  is  in  conflict  with  later  or  higher  ones. 

SEC.  2. — 1.  Eule  of  impulses  and  habits  is  to  do  just  what  one  feels  like 
like  doing. 

2.  Eule  of  reason  is  to  think  and  do  what. will  accomplish  the  end. 

3.  Eule   of  righteousness   is  to   try   to  knowr  the   best   or   right   and  be 
guided  by  that  wisdom. 

AETICLE  VIII 

SELF  CONTROL 

Good  character  is  achieved  by  using  good  purposes  and  ideals  to  the 
directing  and  controlling  of  impulses,  habits,  and  choices. 

SECTION  1. — Self  control  over  one's  own  property:  Things  owned  can- 
not take  care  of  themselves.  The  owner  is  responsible  for  conditions,  care, 
and  right  use. 

1.  Eight  use: 

(a)   Acquire  and  make  right  use  of  useful  things. 

(ft)   Provide  convenient  place  for  property. 

(c)   Keep  it  in  right  place  and  good  condition  by  intelligent  care. 

2.  Rewards: 

(a)   Pleasure  and  satisfaction  of  acquisition  and  ownership, 
(ft)   Acquisition  of  power  and  skill  over  material  things, 
(c)   Habits  of  economy  and  thrift. 

3.  Violations: 

(a)   Abuse,  harming  property,  marking,  cutting,  etc. 

(&)   Not  keeping  things  in  place,  throwing  dirt  in  wrong  places. 

(c)   Waste  and  destruction. 

4.  Penalties: 

(«)   Loss  and  lack  of  property,  poverty  from  loss  of  time  and  irrita- 
tion from  disorder. 

(&)   Unhappiness  from  feeling  inferior, 
(c)   Bad  habits,  shiftlessness,  thriftlessness. 


9 


SEC.  2. — Control  over  the  property  of  others: 

1.  Right  use:    Kespecting  same  property  rights  as  desired  for  self. 

2.  Rewards: 

(a)    Development  of  honesty  and  self-respect. 

(fr)    Happiness  from  being  considered  honest   and  respectable. 

3.  Violations: 

(a)    Envy — hating  others  because  of  their  property;   covetous- 
ness,  desiring  their  property. 
(&)    Abusing,    destroying    or    using    other's    property    without 

consent. 
(c)   Continued  borrowing,  begging,  stealing. 

4.  Penalties: 

(«)   Loss  of  honesty  and  self-respect. 
(&)   Loss  of  respect  and  trust  of  others, 
(c)   Unhappiness  from  guilt  and  possible  punishment. 

SEC.  3. — Exchange.     Formula:    What  is  gotten  equals  what  is  given. 

1.  Right  exchange: 

(a)   Property  for  property;  trade. 

(&)   Work  or  service,  for  wages  or  fees. 

(c)   Money  for  "goods." 

2.  Rewards: 

(a.)   Eiches,  each  party  getting  desired  things. 
(&)   Accumulation  of  ready  surplus,  mostly  money. 
(c)   Happiness    from   satisfied    desires    and   feeling    of    surplus 
power. 

3.  Violations: 

(a)  Cheating — misrepresentation  in  trade,  shirking  in  work 
and  adulteration  or  short  measure  in  goods. 

(&)    Gambling,  betting,  lottery,  raffle,  usury. 

(c)    Spending  money  not  one's  own. 

(d}  Spending  money  extravagantly,  needlessly,  for  dress,  or 
show,  or  amusements. 

(e)  Spending  money  for  harmful  things — tobacco,  drink  or 
other  drugs  that  are  not  "goods." 

(/)    Hoarding  money — miserliness. 

4.  Penalties: 

(a)   Loss  of  honor,  honesty,  and  self-respect. 
(6)   Feeling  of  guilt  and  fear. 
(c)   Unhappiness  from  having  been   a  law-breaker  and  afraid. 


10 


SEC.  4. — Clothing.     Owner  responsible  for  condition,  care  and  right  use. 

1.  Eight  use: 

(a)  Covering  and  protecting  the  body,  resulting  in  comfort  and 
health. 

(&)  Adornment — suited  to  person,  occasion,  finances,  and  sta- 
tion in  life. 

(c)   Neatness,  cleanness,  orderliness. 

2.  Rewards: 

(a)   Happiness    and    comfort    from    sense    of    being    properly 

clothed. 

(&)    Self-respect. 
(<?)   Recognition  and  respect  of  others. 

3.  Violations: 

(a)   Carelessness:  clothes  soiled,  torn,  out  of  place. 

(Z>)   Extravagance:    following  of  fashions. 

(c)   Using  fashions  that  hinder  comfort,  freedom  or  health. 

(d}   Vulgarity:  over  emphasis  of  body  and  sex. 

4.  Penalties: 

(a)   Loss  of  self-respect  and  respect  of  others. 

(I))   Loss  of  self-control;  slavery  to  style  and  fashion. 

(c)   Loss  of  comfort  and  health. 

AETICLE  IX 

SELF  CONTROL  OF  BODY 

As  a  reservoir  of  power   the  body  is  property;    owner   responsible   for 
condition,  care,  and  right  use. 

1.  Right  use  and  care:    Art.  5,  Sec.  1: 

(a)  Cleanliness;  study  and  practice  of  laws  of  hygiene;  bathing, 
care  of  scalp,  hair,  ears,  eyes,  nose,  hands,  feet,  nails. 

(&)  Skin,  lungs,  kidneys,"  and  bowels  are  means  of  ridding  body  of 
waste  or  ashes;  they  must  be  kept  active  and  regular. 

(c)    They  must  give  no  offense  to  others. 

2.  Rewards: 

(a)   Health  and  pleasure  of  health. 

(&)    Self-respect  from  feeling  clean  and  exercising  self-control. 

(c)   Respect  and  approval  of  others. 

3.  Violations: 

(a)   Failure  to  bathe  and  keep  body  sweet  arid  clean. 
(&)   Offensiveness  to  sight  or  smell,  bad  breath,  perfume. 
(c)    Committing  a  nuisance  in  eliminating  waste. 


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4.  Penalties: 

(a)  Bad  health;  disease,  sores,  pain. 

(b)  Feeling  dirty  and  mean;  loss  of  self-respect. 

(c)  Loss  of  respect  of  clean  and  respectable  people. 

ARTICLE  X 

CONTROL  OF  APPETITES 

The  four  desires  that  arise  in  the  body  are  for  nourishment,  for  activity, 
for  rest,  and  for  reproduction.  The  body  accumulates  power  by  right. satis- 
faction of  these  appetites. 

SECTION  1. — Nourishment :  air,  drink,  food. 

1.  Right  use: 

(a)  Taking  right  amount  of  right  kinds. 

(b)  Timing  eating  and  drinking  according  to  health  and  con- 

venience. 

(c)  Mannerly  eating  and  drinking — no  offense  to  others. 

2.  Rewards: 

(a)  Pleasures  of  eating  and  drinking. 

(b)  Strength  and  power. 

(c)  Growth  and  development. 

3.  Violations:    Passions,  allowing  appetites  to  become  violent  and 

uncontrolled. 
(«)    Gluttony:  eating  too  much. 

(b)  Piggishness:  fast,  noisy,  and  careless  eating  and  drinking. 

(c)  Intemperance:  tea,  coffee,  alcoholic  drinks,  tobacco  or  other 

drugs. 

(f7)   Wrong  use   of   organs:    chewing   gum,   sucking   cigarettes, 
cigar,  pipe. 

4.  Penalties: 

(a)  Slavery  to  appetites;  loss  of  control  and  self-respect. 

(b)  Loss  of  money,  power,  and  health. 

(c)  Being  forced  to  go  with  careless,  dirty  people. 

SEC.  2. — Appetite  for  activity — play  and  work. 

1.  Right  use:    Right  time,  place,  and  manner  of  activity. 

2.  Rewards: 

(<r)   Pleasures  of  activity. 

(b)  Development  of  body  and  mind;  skill  and  power  of  self- 

control. 

(c)  Accumulation  of  property,  wages. 


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3.  Violations: 

(a)   Playing  in  work  time;  working  in  play  time. 
(&)   Laziness  and  over-fatigue. 

(c)   Allowing  a  passion  for  or  against  any  play  or  work;  over- 
strain. 

4.  Penalties: 

(a)   Lack  of  growth  and  development. 

(&)   Work  undone. 

(c)   Pain  and  disease,  athletic  heart,  etc. 

SEC.  3. — Appetite  for  rest:  sleep  and  recreation. 

1.  Eight  use: 

(a)   Hygienic  sleep  programme. 

(&)   Adjustment   of   play   and   recreation    time    to    daily   pro- 
gramme. 
(c)   Leisure  hours  for  relaxation  and  re-creation. 

2.  Rewards: 

(a)   Health,  strength,  and  feeling  of  surplus  power. 
(&)   Prolonged  youth. 
(c)  Length  of  life. 

3.  Violations: 

(a)  Too  little  or  too  much  sleep. 

(b)  Passionate  employment  of  leisure — dissipation. 

(c)  Wasting  energy,  time,  money  on  amusements. 

4.  Penalties: 

(a)   Grouchy,  irritable  disposition, 
(ft)   Nervousness  and  weakness, 
(c)  Lack  of  normal  development. 

ARTICLE  XI 
SEX  APPETITE 

SECTION  1. — Each  appetite  depends  upon  all  the  others  for  its  satis- 
faction and  development.  The  appetite  for  activity,  for  example,  depends 
upon  nourishment  and  rest  for  its  right  development.  The  sex  appetite 
demands  of  each  of  the  other  appetites  the  means  for  developing  a  body 
and  mind  fit  to  be  a  good  parent.  Art.  II,  Sec.  3. 

SEC.  2. — Each  appetite  has  two  stages  in  its  development — instinctive 
and  selective: 


13 


Appetite  Instinctive  Selective 

(a)   Nourishment  Milk  Different  foods 

(ft)   Activity  Play  Work 

(e)   Best  Sleep  Becreation 

In  the  instinctive  stage  the  inner  secretions  of  the  sex  organs  call 
upon  the  other  appetites  for  the  right  means  for  developing  the  male 
and  female  body. 

SKC.  3. — In  this  first  stage  the  sex  appetite  is  satisfied  by  the 

( 1 )  Right  use  of: 

(a)  Simple  and  nourishing  food;  high  seasoning  and  stimu- 
lants should  be  avoided. 

(ft)  Exercise  of  fundamental  large  muscles  in  play  .and  work. 

(c)  Sleep  and  right  recreation,  social  games,  art,  music,  and 
dancing. 

(2)  Rewards: 

(a)   Strong,  beautiful,  and  fertile  body. 
(ft)   Pure  and  courageous  mind  and  heart.. 
(c)   Development  of  love  and  unselfishness. 

3.  Violations: 

(«)   Abuse,  self-abuse,  prostitution. 

(ft)   Vulgarity  in  thought,  language,  and  action. 

(c)   Passion  for  vulgar  images;  for  opposite  sex;  for  dancing. 

4.  Penalties: 

(«)   Weak  and  undeveloped  body  and  mind, 
(ft)   Loss  of  self-respect  and  respect  of  others, 
(c)   Pain,  disease,  and  death  to  offspring  and  self. 

SEC.  4. — The  second  stage,  or  selective  satisfaction  of  sex  appetite, 
ought  to  come  only  after  marriage. 


ABTICLE  XII 
SELF  CONTROL  IN  PERSONAL  RELATIONS 

GOLDEN  RULE 

SECTION  1. — Self  control  in  relation  to  superiors  in  power,  good  judg- 
ment and  good  will. 

Cases:   good  parents,  teachers,  friends,  employers,  officials. 


14 

1.  Right  attitudes  toward  them: 

(a)   Humility:  allegiance  to  those  spiritually  above  us. 

(ft)  Obedience:  willing  and,  as  far  as  possible,  joyous  follow- 
ing of  the  example  and  instructions  of  rightful 
authority. 

2.  Rewards: 

(a)   Inspiration,  guidance,  and  fruitful  fellowship, 
(ft)   Increase  in  power,  judgment,  and  good  will. 

3.  Violations: 

(a)   Disrespect  to  superiors. 

(ft)   Disobedience. 

(c)   Slavish  obedience  through  fear. 

4.  Penalties: 

'    (a)   Increase  of  inferiority. 
(ft)   Slavery, 
(c)   Punishment. 

SEC.  2. — Self  control  in  relations  to  equals. 

Cases:   brothers,  sisters,  associates,  friends,  enemies. 

1.  Right  attitudes  toward  them: 

(a}  Love:  attraction  because  of  interest  in  same  things, 
(ft)   Justice:  just  dues  to  each  person. 

2.  Rewards: 

(a)   Happiness  of  good  fellowship, 
(ft)   Multiplication  of  power, 
(c)   Progress  of  all  through  all. 

SEC.  3. — Self  control  in  relation  to  those  that  seem  inferior,  because 
of  age,  helplessness,  ignorance,  poverty,  sickness,  or  other  suffering. 
Cases:  children,  aged,  sick,  defectives,  poor,  and  needy. 

1.  Right  attitudes  toward  them: 

(a}   Sympathy:  ability  and  disposition  to  employ  golden  rule, 
(ft)   Benevolence:   removing  causes  of  inferiority  by 

1.  Giving  according  to  ability. 

2.  Increasing    and    providing    opportunities    for    self- 

support,   avoiding   the   possibility   of   increasing 
their  dependence. 

2.  Rewards: 

(a)   Happiness  because  helping  to  increase  social  health  and 

harmony. 

(ft)   Development  of  sensitiveness  and  unselfishness, 
(c)  Making  of  friends. 


15 

3.  Violations: 

(a)   Teasing,    "making    fun    of,"    bullying,    calling    names, 

harsh  judgment. 
(6)   Stinginess  and  pride. 
(c)   Thoughtless  giving. 

4.  Penalties: 

(a)   Development  of  selfishness. 

(5)  Fall  that  always  follows  pride. 

AETICLE  XIII 

SELF  MASTERY  THROUGH  KNOWLEDGE  AND  OBEDIENCE  TO  LAWS 

SECTION  1. — Scientific  knowledge  is  necessary  in  order  to  obey  the 
laws  of  nature.  Diobedience  brings  failure,  sickness,  and  suffering.  The 
knowledge  of  language,  customs,  and  the  other  arts  of  life  is  necessary 
in  order  to  obey  the  laws  of  persons.  Disobedience  brings  shame,  hatred, 
and  discord. 

SEC.  2.— Knowledge  of  the  National  and  State  Constitutions  and  of 
the  common  statutes  and  ordinances  is  necessary  in  order  to  be  loyal  and 
law-abiding  citizens.  Disobedience  is  breaking  the  law,  and  brings  pun- 
ishment. Ignorance  is  no  excuse  in  any  case. 

SEC.  3.— Persons  who  understand  and  rightly  interpret  the  laws  of 
nature  of  persons,  and  of  institutions  become  their  own  authority.  They 
command  and  obey  themselves.  This  is  self-mastery. 

AETICLE  XIV 
MEANS  OF  SELF  MASTERY 
SEC.  1. — The  Intellect. 

1.  Right  use: 

(a)  Learning  difference  between  fancies,  fictions,  and  facts, 
and  suspending  judgment  until  sufficient  facts  are 
known  to  form  a  just  judgment. 

(6)  Ascribing  right  relative  values  to  facts  by  relating  them 

to  high  purposes  and  ideals. 

(c)  Keeping  judgment  vitally  associated  with  will  by  always 
following  it. 

2.  Rewards: 

(a)  Freedom:   doing  what  one  pleases  because  pleased  to  do 

what  is  lawful. 
(5)   Success:    because    in    league    with    nature,    persons,    and 

institutions. 
(«)  Peace:  because  obedient  to  law. 


16 

3.  Violations: 

(a)   Following  impulses  instead   of  judgment. 

(&)   Prejudice:  jumping  to  conclusions  without  facts. 

(c)   Superstition:  slave  to  opinions  of  others. 

4.  Penalties: 

(a)   Slavery  through  fear. 

(6)   Failure. 

(c)   Disgrace,  fines,  imprisonment. 

SEC.  2. — The  Emotions. 

1.  Right  use: 

(a)  Development  of  affection  or  attraction  for  the  true,  the 
beautiful,  and  the  good,  by  putting  and  keeping  one's 
self  in  their  presence.  Kefined  sense  of  humor  and  wit. 

(&)  Development  of  repulsion  away  from  or  against  the  false, 
the  ugly,  and  the  bad,  by  keeping  away  from  them. 

(c)   Controlling  passions: 

1.  By   applying  the  judgment  to   them,   stating  them 

in  clear   language. 

2.  By  stopping   muscular  expressions  associated   with 

them. 

3.  By   substituting   attention   to   other    objects,    doing 

something  else. 

2.  Rewards: 

(a)   Happiness. 
(&)   Poise,  dignity. 

3.  Violations: 

(a)   Anger  and  profanity. 

(&)   Giggling,  hysterical  laughing. 

4.  Penalties: 

(a)  Impulsive  disposition. 

(b)  Loss  of  power  and  self-control. 

SEC.  3.— The  will. 

THE  HIGHEST  FORM  OF  SELF-CONTROL 

(True  -]  -i   Body  ^ 

Mind 
Beautiful        >       in          j-  Vocation  r      Ideal 

Person 
Good  J  J   Personal  relations 

The  ideal  selects,   directs,  and  systematizes   feeling,   thinking,  doing. 


17 


ARTICLE  XV 

RECOVERY  FROM  WRONGDOING 

SECTION  1.  —  If  a  person  is  tired,  sick,  or  suffering  from  hunger,  thirst 
or  other  forms  of  poverty,  or  is  ignorant,  selfish  or  thoughtless,  then  the 
lower  powers  are  likely  to  gain  mastery  over  higher  ones  by  causing  loss 
of  self-control  and  wrongdoing. 

SEC.  2.  —  If  the  wrongdoer  is  ignorant,  weak,  and  cowardly,  the  guilt 
and  fear  suggests  to  run,  or  hide  or  blame  someone  else,  or  lie.  If  the 
wrongdoer  is  intelligent,  strong,  and  courageous,  the  feeling  of  guilt  sug- 
gests to  him  to  make  the  wrong  right  as  far  as  possible. 

SEC.  3.  —  Recovery  from  wrongdoing  is  a  social  process  requiring  a 
friend,  counselor  or  judge. 


STEPS 


Wrongdoer 

1.  Frank,  full  account  of  case. 

2.  Make    wrong    right    as    far    as 

possible. 

3.  Declare  intention  not  to  repeat 

the    wrong,    but    to    do    the 
right.     Art.  VI,  Sec.  2. 


Counselor 

1.  Approval  or  disapproval  of  ac- 

ccount. 

2.  Announce  and  explain  forgive- 

ness. 

3.  Promise  of  help  and  fellowship. 


18 


PROGRAMME  AND  COURSE  FOR  ELEMENTARY 

GRADES 


ARTICLE  XVI 

SECTION  1. — Morality  is  a  matter  of  everyday  life.  Each  day  brings 
a  recurrence  of  events,  which  ought  to  be  reduced  to  routine — a  time,  a 
place,  and  a  manner  of  meeting  each  situation.  See  Art.  V,  Sees.  1,  2,  3. 

SEC.  2. — Each  day  brings  new  occasions  to  growing  boys  and  girls. 
Good  judgment  ought  to  be  developed  in  order  to  meet  these  new  situa- 
tions with  courage,  confidence,,  and  success.  See  Art.  XIV,  Sees.  1,  2,  3. 

ARTICLE  XVII 

DAILY  PROGRAMME 

SECTION  1. — Recurring  events: 

1.  Arising,  as  day  breaks,  and  birds  awake,  not  with  a  grouch,  or 

noisily  awaking  others.     Bed  aired. 

2.  Bodily   toilet:     Bath,   at  least   cold   dash;    care   of  body — head, 

hair,  ears,  eyes,  nose,  teeth,  nails;  drink  of  water;  dress 
properly;  put  room  in  order;  inspecting  of  body,  clothes, 
room.  See  Art.  IX,  Sec.  1;  Art.  VIII,  Sec.  4. 

3.  Mental  toilet:     Put   the   mind   in   a   presentable   condition    and 

mood.  Look  at  some  beautiful  thing — landscape,  building, 
statue,  or  picture.  Listen  to  some  morning  sound — stream, 
bird,  wind,  industry;  whistle,  hum  or  sing  some  favorite 
tune.  Think  or  say  some  favorite  motto  or  phrase.  Some 
religious  people  make  their  mental  toilet  by  meditation, 
prayer  or  Bible  reading.  See  Art.  XIV,  Sees.  1,  2,  3. 

4.  Morning  task:    Help  something  or  someone,  care  for  plants,  pets. 

Kindle  fire,  practice  music,  etc.     See  Art.  X,  Sec.  2. 

5.  Breakfast:    On  time,  hygienic,  mannerly;  cleaning  teeth;  go  to 

stool.    See  Art.  IX,  1.  (!L)  and  (c). 

6.  Morning   conference:     Special    counsel   and   instruction   for   the 

day.     See  Art.  XII,  Sec.  1. 


19 


7.  Morning   work:     Work,    preparation    for    school;    inspection    by 

parents  and  good-bye. 

8.  Going  to  school  or  to  work:    In  business  manner,  no  loitering. 

9.  At  school: 

(a)  On  playground:  fair  play.  See  Art.  X,  Sec.  2;  Art.  XII, 
Sec.  2. 

(ft)  In  school:  prompt,  regular,  obedient,  orderly,  industri- 
ous. See  Art.  X,  Sec.  2;  Art.  XIII,  Art.  XIV. 

10.  Luncheon:    Same  rules  as  breakfast. 

11.  After  school:    Home  coming  business  like;  greeting  and  confer- 

ence, play  time,  work  time.     See  Art.  X,  Sec.  2. 

12.  Dinner:    Same  rules  as  for  breakfast. 

13.  After  dinner:    Social  time,  study  time. 

14.  Evening  toilet:    See  morning  toilet;  see  Art.  X,  Sec.  3. 

15.  Sleep:    Recreation  for  a  new  day.     See  Art.  X,  Sec.  3. 

SEC.  2. — New  occasions:    Variations  from  daily  programme. 

1.  Special  assignments  of  individual  responsibilities,  errands,  tasks, 

punishments,   etc.     See   all  Articles   on   Self  Control. 

2.  Holidays,  vacation  days.     See  Art.  X,  Art.  XIII. 

3.  Visitors  in  home,  or  visiting  in  others'  homes.     See  Art.  XII. 

4.  In   public   places — conformity   to   good   usage.      See   Art.    XIII, 

Sees.  2,  3. 

0.  AVith    strangers,   show   good   breeding   and   good   manners.      See 

Arts.   XII  and   XIII. 

SEC.  3.— Emergencies:    Sudden,  unexpected  events  testing  self-control. 

1.  Accidents.     See  Arts.  XIII  and  XIV. 

2.  Sickness: 

(a)   Of    self.      See    Art.    XV,    Sec.    1.      Show    patience    and 

courage. 

(ft)   Of  others.     See  Art.  XII,  Sec.  3. 
(c)   Death.     See  Art.  XIV,  Sec.     2    (c).     Learn  the  lessons 

of  sorrow  without  bitterness  or  rebellion. 


20 


PROGRAMME  AND  COURSE  FOR  HIGH  SCHOOLS 


ARTICLE  XVIII 

PROBLEMS  OF  SUCCESS  AND  FAILURE 

SECTION  1. — The  elementary  grades  emphasize  the  routine  of  life.  See 
Art.  V.  The  special  problems  of  the  high  school  age  concerns  the  devel- 
opment of  good  judgment  and  ideals.  See  Art.  XIII.  There  are  pleasing 
and  painful,  good  and  bad,  and  right  and  wrong  ways  of  doing  every- 
thing. The  Code  outlines  the  whole  range  of  adolescent  life.  This  is 
the  period  when  character  is  mostly  determined.  See  Art.  IV,  Sees.  1,  2, 
3,  4;  Art.  VI,  Art.  XI,  Art.  XIV. 

SEC.  2. — Studies,  recitations,  social  events,  athletics,  philanthropic 
activities  and  school  government  afford  all  the  kinds  of  moral  situations. 
The  problem  of  the  high  school  is  to  meet  each  situation  with  the  right 
solution.  This  can  be  done  without  a  special  place  in  the  programme 
for  the  Code  or  for  ethics,  though  both  deserve  special  attention.  The 
meaning  and  use  of  the  Code  will  develop  as  each  problem  or  perplexity 
is  brought  to  it  for  explanation  and  solution.  See  Art.  I. 


ARTICLE  XIX 

SPECIAL  ADOLESCENT  PROBLEMS 

SECTION    1. — New   occasions.     Same    as    elementary    grade.      See    Art. 
XVII,  Sec.  2. 

SEC.   2.— Variations  due  to  difference  in  sex.     See  Art.   II,   Sec.   3; 
Art.  XI,  Sec.  3;  Art.  XIV,  Sec.  2;  Art.  XX,  Sec.  2. 

Boys  Girls 

1.  Virility.     See   Art.   II,   Sec.  1.  Womanliness.     Same  articles. 

3;   Art.  X,  Art.  XI,  Art. 

XIV.  2.  Social     graces:     thought,     lan- 

2.  Chivalry:  thought,  language,  guage,  dress,  and  action  be- 

and    action    becoming    a  coming  a  lady, 

gentleman. 


21 

Boys  treat  women  and  girls  as  they  would  have  other  boys  treat 
their  own  mother  and  sister. 

Girls  treat  men  and  boys  as  they  would  have  other  girls  treat  their 
own  father  and  brother. 

3.  Efficient  in  manly  arts: 

O)  Vocation.     See  Art.  XX,  Sec.  1. 

(b)  Fine  arts — music,  etc.     See  Art.  XIV,  Sec.   2. 

(c)  Athletics  and  recreation.     See  Art.  X,  Sees.  2,  3. 
In  womanly  Arts: 

(a)   Vocation.     See  Art.  XX,  Sec.  1. 

(&)   Fine  arts — music,  etc.     See  Art.  XIV,  Sec.  2. 

(c)   Athletics  and  recreation.     See  Art.  X,  Sees.  2,  3. 

SEC.  3. — Emergencies:  Same  principles  as  for  elementary  grades.  See 
Art.  XVII,  Sec.  3. 

ARTICLE  XX 
SUPREME  ADOLESCENT  PROBLEMS 

The  three  great  personal  problems — the  choice  of  vocation,  of  a  mate, 
and  of  a  religion.  See  Art.  VI,  Sees.  1,  2. 

SECTION  1. — Choice  of  a  vocation.     See  Art.  X,  Sec.  2. 

1.  Self -analysis:    Secure  blanks  used  by  vocation  bureaus  or  em- 

ployment agencies  and  try  to  answer  them.  Write  out  a 
careful  statement  about  ability,  interests,  ambitions,  re- 
sources, limitations. 

2.  Analysis    of    selected    vocation — requirements,    conditions,    com- 

pensations, advantages,  opportunities,  and  prospects  for  ad- 
vancement. 

3.  Test  both  analyses  by  referring  them  to  parents,  teachers,  and 

vocational  experts,  and  also  by  actual  trial  in  studies,  school- 
work  and  outside  employment. 

SEC.  2. — Choice  of  a  mate:  The  development  of  sex  and  social  situa- 
tions will  bring  this  problem  to  mind.  The  great  problem  of  the  high 
school  boy  and  girl  is  to  choose  not  to  make  this  choice  during  this 
period.  Under  present  social  and  economic  conditions  the  marriageable 
age  is  somewhere  between  20  and  30  years  of  age,  nearer  30  than  20. 
Broken  engagements  and  long  engagements  cause  moral  overstrain.  See 
Art.  II,  Sec.  2;  Art.  XI. 

The  normal  sex  and  social  development  of  this  period  is  secured  by 
self-control: 


22 

1..  By    keeping  up    a   lively   interest   in    studies,   in   athletics,   and   in 
preparation  for  a  vocation.     See  Art.  X,  Sees.  1,  2,  3;  Art.  XI. 

2.  By  avoiding  exclusive  company  in  social  events,  dances,  etc.     See 

Art.  XII. 

3.  By    avoiding   secret    confidential   relations   with    everybody    except 

parents.     See  Art.  II,  Sec,  2;  Art.  XII,  Sec.  1;  Art.  XIX,  Sec.  1. 

SEC.  3. — Choice  of  a  religion:  Like  the  choice  of  a  mate,  the  religious 
problem  will  emerge  during  this  period.  This  Code  does  not  treat  the 
religious  problems.  Discuss  them  with  your  parents  and  others  respected 
for  their  good  character. 

Conclusion:  We  become  what  we  become  by  the  choices  we  make  and 
execute,  multiplied  by  the  influence  of  persons  we  carry  in  our  imagina- 
tion and  affections,  multiplied  by  the  expectation  of  those  that  carry  us 
in  their  imagination  and  affections. 


23 


MY  MORAL  CODE 

To  help  me  succeed  in  life;  to  help  me  not  to  hinder  any  other  person 
from  succeeding;  to  help  me  help  others,  especially  my  family,  my  com- 
munity, and  my  country, 

I,  ,  subscribe  my  name  to  the 

Articles   and   Sections   I  understand  and  believe  in,   reserving  the  right 
to  change  them  at  any  time  if  I  come  to  understand  them  differently. 

I  understand  and  believe  in: 

Article Sec Article Sec 

Article Sec Article Sec 

Article Sec Article..... Sec 

Article Sec * Article Sec 

Subscribed  to  this -. day  of ,  19 

Name 

AVitnesses: 


Amendments:    Personal  moral  perplexities  and  problems  for  which  I 
have  not  found  solutions  in  the  Code: 

ADDED  ARTICLES  AND  SECTIONS 


V>M 
•\ 


